HANDS in Autism

Permanent URI for this collection

https://hdl.handle.net/1805/37288

HANDS in Autism has emerged as a state-wide training and resource center making a significant impact in the lives of individuals with autism spectrum disorder (ASD) and other special needs as well as their families and caregivers. The evidence-based behavioral and educational practices at the core of the HANDS curriculum have had noted feasibility and practicality to providers and other stakeholders across settings (educational, medical/clinical, home/community). In addition, though the focus and expertise of HANDS is well recognized in ASD and related disabilities, consumers also appreciate that the same behavioral and educational principles and practices are relevant and useful to a wide range of individuals across functioning levels and the lifespan.

The mission of HANDS in Autism is to provide unique learning opportunities designed to improve understanding of the process and ability of working with individuals with ASD and a range of other developmental and behavioral challenges through hands-on and coaching experiences and building bridges of information, resources and collaboration across family, educational, medical and community systems.

For more information, please visit https://handsinautism.iupui.edu.

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Evaluating Implementation Fidelity of Evidence-Based Practices in Autism Spectrum Disorder Educational Programs Using the School WORK Framework
(2013) Swiezy, Naomi; Neal, Tiffany; Fletcher, Anne; Stevenson, Megan; Ashby, Iryna
Autism Spectrum Disorder (ASD) is the fastest-growing developmental disability in the United States, with a rising demand for implementation of evidence-based practices (EBPs) in school settings. Despite the identification of EBPs, consistent and systematic implementation remains a significant challenge due to limited training capacity, inconsistent fidelity, and a lack of tools for measuring real-world application. To address this gap, the HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK© framework—a structured observational tool designed to evaluate the fidelity of EBP implementation across five core domains: classroom environment, assessment, curriculum planning, behavioral intervention, and teaching strategies. This poster presents data from district and classroom applications of the tool across Indiana, demonstrating the measure's utility in identifying strengths and areas for targeted professional development. Findings indicate that the School WORK© tool not only detects meaningful change in classroom practices over time but also informs sustainable training and systems-level transformation in autism educational programming.
Training Educators in Autism Spectrum Disorder Support: A Study on Signs, Strategy Application, and Prompting Needs
(2013-08) Flemister, Diadra; Neal, Tiffany; Swiezy, Naomi
Autism Spectrum Disorder (ASD) affects approximately 1 in 50 children in the United States, with prevalence continuing to rise. Despite longstanding mandates for the use of evidence-based practices (EBPs) in educational settings, there remains a gap between research and implementation in classroom environments for students with ASD. The HANDS in Autism® Summer Training program is designed to bridge this gap by providing hands-on, interactive professional development for school personnel. This study examined follow-up evaluations completed 30 days post-training to assess the extent to which educators applied, improved, or needed additional prompting for key instructional and behavioral strategies introduced during the training. Findings indicated high rates of strategy application and improvement, particularly in visual structure and behavior management, while data-related practices (e.g., collection and analysis) were more likely to require further support. These results suggest that the HANDS model offers a promising framework for translating EBPs into classroom practice, though further study is needed to assess long-term retention and outcomes across staff roles.
Evaluating Classroom-Level Outcomes of Evidence-Based Training for Teachers of Students with Autism Spectrum Disorder
(2014-08) Kyazike, Sharifah; Neal, Tiffany; Swiezy, Naomi
Autism Spectrum Disorder (ASD) is one of the fastest-growing developmental disabilities in the United States, requiring specialized educational approaches tailored to diverse student needs. The HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK™ framework to assess the fidelity of evidence-based practice (EBP) implementation in classroom settings. This study analyzed post-training data across five Indiana schools to evaluate how teacher performance varied by duration of HANDS training, years of teaching experience, and school setting (rural vs. urban). Performance was measured across five core domains: classroom environment, assessment, program planning, behavioral intervention, and teaching. Results indicated that longer training duration and greater teaching experience were generally associated with improved performance. However, other contextual factors such as school resources, student needs, and teacher readiness also influenced implementation outcomes. These findings support the importance of ongoing, structured professional development and fidelity monitoring to enhance the delivery of autism-specific educational strategies in schools.
Assessing Regional and Stakeholder Needs for Autism Spectrum Disorder Services in Indiana
(2015-08) Philo , Sarah E.; Neal, Tiffany; Swiezy, Naomi
Autism Spectrum Disorder (ASD) is the most prevalent developmental disorder in the United States, with increasing demand for services across regions. Despite this rise in prevalence, access to timely, evidence-based, and affordable services remains inconsistent, particularly across rural areas. This study aimed to assess the perceived needs, barriers, and service gaps among key stakeholders across Indiana. A statewide Needs Assessment Survey, led by the HANDS in Autism® Interdisciplinary Training and Resource Center (2014–2015), collected responses from caregivers, educators, medical providers, community-based professionals, and individuals with ASD. Findings highlighted a lack of service providers, especially in rural communities, and inadequate funding as the top barriers. While each stakeholder group identified distinct priorities, the data revealed many shared challenges and goals. Results will be used to inform policy recommendations, support the development of the Indiana State Autism Plan, and guide future programming through the Indiana Interagency Autism Coordinating Council (IIACC). These findings underscore the need for cross-sector collaboration and regional customization in autism service planning.
Evaluating Knowledge and Strategy Retention Among School Personnel Trained to Support Students with Autism Spectrum Disorder: A 7-Year Review (2008–2014)
(2015-08) Maciorowski, Gloria E; Swiezy, Naomi; Neal, Tiffany
The HANDS in Autism® Summer Training Program provides school personnel with intensive instruction in evidence-based practices (EBPs) for supporting students with Autism Spectrum Disorder (ASD). This study evaluated the training’s effectiveness using the Assessment of Knowledge-Expanded (AoK-E®), a tool designed to measure educator knowledge in applying strategies related to classroom structure, communication, social skills, and behavior management. A total of 249 participants completed pre-training, post-training, and four-month follow-up assessments between 2008 and 2014. Results indicated statistically significant improvements in knowledge immediately after training, with sustained performance at follow-up. Participants demonstrated increased ability to identify and apply EBPs aligned with Applied Behavior Analysis (ABA) principles. These findings support the efficacy of the HANDS in Autism® training model in promoting short- and long-term retention of autism-specific strategies among educators. Future evaluation will expand to include additional measures of fidelity, satisfaction, and implementation outcomes to ensure continued program development.
Sexual Victimization Risk in Individuals with Autism Spectrum Disorder: Exploring the Role of Sex Education and School-Based Practices
(2018) Madison, Noah; Swiezy, Naomi; Neal, Tiffany
Individuals with Autism Spectrum Disorder (ASD) face a significantly increased risk of sexual victimization compared to the general population. Existing research attributes this disparity in part to inadequate or absent sex education, especially for students with disabilities. This study, driven by stakeholder concerns within the Indiana Interagency Autism Coordinating Council (IIACC), sought to examine whether students with ASD in Indiana are receiving sex education content equivalent to that of their general education peers. Using an online survey distributed through the HANDS in Autism® Interdisciplinary Training and Resource Center, 47 stakeholders—including caregivers, teachers, and school administrators—provided data on curriculum use, content delivery, and adaptation of materials for students with ASD. Results indicated that over half of the respondents reported no access to sex education for individuals with ASD. Among those who did, content was inconsistently adapted, often relying on limited or informal resources. Respondents emphasized the importance of educator training, inclusive curricula, and home-school collaboration. These findings underscore the urgent need to establish standardized, adapted sex education curricula and training for educators to reduce risk and promote autonomy and safety for individuals with ASD.
Reducing Disciplinary Actions for Students with Autism Spectrum Disorder Through Positive Supports and De-Escalation Techniques
(2018) Workman, Stephanie; Neal, Tiffany; Swiezy, Naomi
Autism Spectrum Disorder (ASD) affects approximately 1 in 59 children in the U.S., yet limited research exists on how disciplinary actions are administered to students with ASD in educational settings. This study examines patterns in school-based disciplinary actions among students with ASD in Indiana between 2014 and 2016. Using data from the HANDS in Autism® Needs Assessment survey completed by parents, findings revealed no statistically significant change in the prevalence of disciplinary actions, including detention, suspension, and expulsion, across the three years. A large percentage of students were also reported to be removed from settings or placed in de-escalation rooms. These results highlight the continued reliance on punitive measures and point to a need for evidence-based alternatives, such as de-escalation techniques and positive behavior supports. The study recommends ongoing educator training, individualized student interventions, family collaboration, and expanded research to reduce reliance on exclusionary discipline and improve educational outcomes for students with ASD.
Driving Systemic Change in Autism Spectrum Disorder Services Through Statewide Planning, Gap Analysis, and Stakeholder Collaboration
(2018) Swiezy, Naomi; Neal, Tiffany; Garman-McClaine, Blaine; Ashby, Iryna
Autism Spectrum Disorder (ASD) continues to grow in prevalence, creating an urgent need for coordinated, high-quality, and culturally responsive services across systems. In Indiana, the HANDS in Autism® Interdisciplinary Training and Resource Center was selected to lead facilitation of the Indiana Interagency Autism Coordinating Council (IIACC) and implementation of the Indiana Comprehensive State Plan for Autism Services. Using evidence-based models such as the Collective Impact Model and implementation science frameworks (e.g., NIRN, START), HANDS conducted statewide gap analyses and built regional implementation teams to assess service needs, guide stakeholder collaboration, and develop strategic goals. Findings emphasized disparities in service access across urban, rural, and mixed regions, limited cultural representation, and a need for shared resource navigation. Progress to date includes increased stakeholder engagement, actionable state-level recommendations, and cross-system alignment focused on improving outcomes and quality of life for individuals with ASD and their families. The framework highlights an iterative, data-driven process for systemic change, applicable across broader ID/DD services.
Assessing Perceptions, Confidence, and Training Needs of Medical Students in Autism Spectrum Disorder Care
(2018) Aregbe, Adenike; Garman-McClaine, Blaine; Swiezy, Naomi; Neal, Tiffany
Autism Spectrum Disorder (ASD) presents complex medical and behavioral needs, yet most medical students and healthcare providers receive limited preservice training on ASD-related care. This study evaluated the baseline attitudes, perceptions, and awareness of first-year medical students toward individuals with ASD, using the Survey of Autism Awareness and Practice (SAAP) in Medicine. Fifty-four first-year students at a Midwestern medical school completed the 74-item SAAP as part of a university-sponsored service-learning experience. Key findings revealed that while students were generally comfortable working with individuals with ASD, they expressed limited confidence in their skills and a strong need for additional training and access to resources. A majority of participants agreed they would benefit from targeted education on ASD care, though no statistically significant correlations were found between demographic characteristics and attitude responses. These results emphasize the urgent need for structured, evidence-based ASD education within medical curricula to ensure future physicians are equipped to provide competent, empathetic, and integrated care.
Assessing Perceptions, Confidence, and Training Needs of Medical Students in Autism Spectrum Disorder Care
(2018) Passwater, Canaan; Neal, Tiffany; Swiezy, Naomi
As Autism Spectrum Disorder (ASD) becomes increasingly prevalent, addressing the stigma surrounding it is essential for improving outcomes for individuals with ASD. The Autism Knowledge Survey (AKS), originally designed to measure autism-related knowledge, may also provide insights into stigma-related beliefs held by professionals and the general public. This exploratory analysis identifies six AKS items that may reflect stigmatizing beliefs, related to misconceptions about emotional connection, cooperation, independence, and social attachment in individuals with ASD. Survey responses collected across multiple summers from educational professionals suggest that stigma and knowledge may be inversely related. By identifying which misconceptions persist, ASD training programs such as HANDS in Autism® can better tailor educational content to reduce stigma and improve the effectiveness of support systems. Further research using dedicated stigma scales is recommended to validate these preliminary findings and enhance the precision of stigma measurement across stakeholder groups.

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